This working paper outlines four options available to policymakers for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. The authors discuss why the first two methods are impractical, and...

This working paper outlines four options available to policymakers for addressing co-teaching in a value-added model: the partial credit method, the teacher team method, the full roster method, and the full roster-plus method. The authors discuss why the first two methods are impractical, and...

This article uses data from Ohio, a state that allows a wide range of organizations to authorize charter schools, to examine the relationship between type of authorizer and charter-school effectiveness.

This paper uses individual student-level data from Ohio–which permits a wide range of organizations to authorize charter schools—to examine the relationship between type of authorizer and charter-school effectiveness, as measured by students’ achievement trajectories.

Provides a comprehensive profile of the program, including participant demographics, services provided, and performance outcomes, using data from 1999-2000. Notes that 57 percent of college-ready participants were admitted to a postsecondary institution, and 56 percent of those who dropped out...

The Playworks program, an initiative of the Robert Wood Johnson Foundation, places full-time coaches in low-income schools to provide opportunities for organized play during recess and throughout the school day. Using random assignment, Mathematica and the John W. Gardner Center for Youth and...